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Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade Classrooms
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Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
The Validity of Inferences Based on the Proposed Title I Evaluation Models.
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Linn, Robert L. – 1978
The three RMC models endorsed by the U.S. Office of Education for the evaluation of Elementary and Secondary Education Act Title I programs are based on narrowly conceived approaches to evaluation--the measurement of cognitive achievement gains. Each model requires the comparison of observed student performance with an estimate of what level of…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
Observed Treatment Effects with Special Regression Evaluation Models in Groups with No Treatment.
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Estes, Gary D.; Anderson, Judith I. – 1978
An empirical study was conducted in order to obtain treatment effect estimates with the Special Regression model for groups in which there was no treatment. General mathematics test scores were obtained from 730 ninth graders in city schools somewhat similar to Title I schools, but in which no special treatments were given. Hypothetical…
Descriptors: Achievement Gains, Arithmetic, Compensatory Education, Control Groups
An Empirical Examination of Three Models for Estimating the Effects of No-Treatment.
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Gabriel, Blyth Riegel; And Others – 1977
An evaluation system for use with Elementary and Secondary Education Act (ESEA) Title I programs has been developed by RMC Research Corporation of Mountain View, California under contract with USOE. The system presently addresses cognitive achievement impact using three statistical designs, each of which may be implemented using either norm…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
Title I Evaluation Models A1 and B1: An Empirical Comparison.
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Crane, Laura R.; Cech, Joseph – 1979
Normal curve equivalent achievement gains estimates were compared with RMC Title I evaluation Models A1 and B1. The comparison focused upon the amount of bias introduced by Model A1 when its underlying assumptions were violated. The model assumes, first, that the local school population is accurately represented by the national norm group; and…
Descriptors: Achievement Gains, Compensatory Education, Control Groups, Early Childhood Education
An Empirical Comparison of ESEA Title I Evaluation Models A and B.
Faddis, Bonnie J.; And Others – 1979
Ninth grade Elementary Secondary Education Act (ESEA) Title I evaluation results in reading and English-writing projects were compared, using the RMC Model A with local empirical norms, Model A with national interpolated norms, and Model B. The Comprehensive Tests of Basic Skills (CTBS)--Total Reading and Total Language subtests--were administered…
Descriptors: Achievement Tests, Comparative Analysis, Compensatory Education, Control Groups